The state’s Standards and Assessments Task Force, which has been meeting since July, finally got down to voting on tentative recommendations Monday. The process was messy, and the results were mostly inconclusive.
Straw votes taken over nearly eight hours by the 15-member advisory group generally supported reducing the amount of state-required testing in high school, but the members couldn’t reach agreement on a long list of other issues, including reducing the overall amount of testing, what to do about the new social studies tests and about readiness and literacy evaluations for young students.
And those recommendations the group did agree to “are not set in stone,” said chair Dan Snowberger.
As the daylong session dragged to its end, he said, “We are going to need much more time to come to agreement on recommendations.” Snowberger is superintendent of the Durango School District.
The group had a hard time getting to those preliminary decisions, having to redo votes on several issues and consuming time as members tried to explain the nuances of why they voted the way they did.
The discussion was civil and polite but clearly indicated the philosophical divisions among task force members, particularly between representatives of education reform groups on one side and parent activists and district administrators on the other.
The divisions on the task force likely prefigure disagreements during the 2015 legislative session, where testing is expected to be a top education issue. Some lawmakers say they are waiting to see what the task force proposes. But the task force’s inability so far to speak with one voice could well diminish its influence on Capitol deliberations.
Lawmakers already are chomping at the bit on testing; at least half a dozen legislators reportedly have reserved bill titles on the issue.
The tentative recommendations
The task force did reach preliminary agreement on some testing issues, including:
- Elimination of all state-required testing in the senior year of high school
- Replacing the high school science exam with a beefed-up “college entrance exam” (like the ACT, but not necessarily that test)
- Continue giving state science tests in the fifth and eighth grades
- Elimination of language arts and math tests in the 11th grade and limiting those tests to the 10th grade
- A majority of the group leaned toward allowing districts and schools to continue giving language arts and math tests in the ninth and 11th grades as a local option
Some members of the group appeared to support – kind of by default and perhaps temporarily – continued language arts and math tests in third through eighth grades.
In short, the group for now is leaning toward reducing state testing to what’s known as “the federal minimum,” the testing sequence that’s currently required by the federal government.
Members differed on what those straw votes meant.
“From grades three through eight we’ve affirmed the status quo. … We spent today essentially affirming the status quo. In all our discussions we haven’t reduced anything,” said panel member John Creighton, who serves on the St. Vrain school board.
“We have made progress. … Let’s not kick ourselves too hard just yet,” responded Jay Cerney of Cherry Creek Academy charter school in Englewood.
A tortured process
The discussion went slowly for a number of reasons, including:
- Individual member suggestions for broad policy statements, intended to gain agreement from the group, frequently were greeted with “Yes, but” responses from other members, leading to prolonged discussions.
- Even after straw votes, members took time to qualify and explain their votes, and several votes had to be repeated.
- Task force facilitator Laura Lefkowits had to repeatedly call for second votes after members dropped their hands too quickly for her to count them.
- The group wandered from topic to topic, changing subjects when they couldn’t reach agreement.
Comments by Snowberger, Lefkowits and others through the day illustrate the slow pace of discussion.
- “So where are we?” – Snowberger at about 11:30 a.m.
- “Can we vote on this?” – Snowberger shortly after noon
- “We’ve cut very little in the way of testing so far.” – Tony Lewis of the Donnell-Kay Foundation, at about 2 p.m.
- “So where are we? – Snowberger a short time later
- “This isn’t much of a recommendation if we’re split in half.” – Lefkowits as 2:30 p.m. neared.
- “Let’s try to finish one thing before we move to another.” – Lefkowits at about 2:45 p.m.
- “We need to talk about how long we are going to stay tonight. … We’ve spent a lot of time on things that have not moved.” – Lefkowits as the original adjournment time of 3:30 p.m. approached.
- “We are a long ways away.” – Snowberger shortly after 3 p.m.
The meeting broke up shortly after 5 p.m.
A rump group of the task force was planning to meet Tuesday to see if it could come up with more specific proposals for the full group to discuss later.
Snowberger also is trying to organize small groups of members to discuss issues before the next full meeting on Jan. 9. “If we wait until the 9th to do this again we’re going to be very disappointed,” he said.
The Jan. 9 meeting wasn’t scheduled originally, but the group agreed to it Monday. The panel also is scheduled to meet Jan. 12.
Snowberger’s comments also indicated he’s backing away from the goal of consensus the task force had at the start. “We’re going to have to start putting stakes in the ground, and if 10 of us agree, then report that 10 of us agree.”
Interest groups make their pitches
The task force’s day started with presentations by three interest groups with vocal positions on testing. Task force members split up for simultaneous presentations by the three groups, then discussed the information as a full group.
A parent group known as the Denver Alliance for Public Education presented the results of an online survey it conducted that found strong respondent opposition to the current testing system. The group has complained that a survey done for the task force by the consulting firm Augenblick, Palaich and Associates didn’t sample parent opinion.
Representatives of the Colorado Education Association presented a teacher survey that showed respondents split on the Common Core State Standards and skeptical of the value of current assessments.
Members of the Social Studies Policy Group have been following the task force closely and are lobbying to avoid changes in or reduction of the state’s new social studies tests.
Learn more about the groups’ positions in these documents:
- Denver Alliance survey of parents on testing
- CEA survey of teachers on testing
- Presentation by Social Studies Policy Group
The task force was created by the 2014 legislature as a political compromise because lawmakers weren’t ready tackle more substantive changes to the testing system. As is typical with such study commissions, the task force membership was designed to include representatives of various education interest groups.